Religion Curriculum Planning

Year Level: 1
Unit Length: 11
Weeks

Term: 2

Teachers: Sharni
Green, Alana Moffat,
Shai McLady,
Chantelle Burl

Vision for Religious Education

Students who are challenged to live the gospel of Jesus Christ and who are literate in the
Catholic and broader Christian tradition so that they might participate critically and
authentically in faith contexts and wider society.
Fertile Question/s: How can we welcome God into our lives? How many ways can we pray?
Religious Life of the School
Religious Identity
Social Action &
Evangelisation &
Prayer & Worship

& Culture
Justice
Faith Formation

Ethos and Charism

Authentic Christian
Community

Sense of the Sacred

RLOS STATEMENTS & CODES

Christian Prayer

Justice in the School

Community

Living the Gospel

Celebration of Life
and Sacraments
Ritualising Everyday
Life

Action for Justice

Spiritual Formation

Reflection on Action
for justice

Witness to the Wider

Community

Social Action and Justice

Integrate a justice focus into school liturgies, classroom prayer and prayer assemblies (e.g. draw on resources from Caritas,
Catholic Mission, St Vincent De Paul) SJS2.1
Identif y structures and practices that provide opportunities to encourage a prayer response to justice issues (e.g. ne wsletter,
assembly prayer, meetings, foyer displays, email, noticeboards, classroom prayer). SJS2.2

Sense of the Sacred

Engage students in the prayerful use of local prayer sites, sacred spaces and physical structures (e.g. labyrinths, peace gardens,
local parish church) ICS1.1

Establish and maintain sacred and reflective spaces in classrooms and around the school ICS1.3
Provide opportunities for students to explore Gods presence through art and other media (e.g. engage an artist-in-residence, hold
an exhibition of students religious artwork). ICS1.4
Christian Prayer

The Tradition

Teach and use a variety of traditional prayers and devotions for individual and communal use (e.g. Our Father, Memorare, Glory Be, Rosary,
Eucharistic adoration) PWP1.1
Identify appropriate times and occasions for different forms (e.g. prayers of praise, intercession) and expressions (e.g. vocal, meditative,
contemplative) of prayer PWP1.2
Prepare and disseminate a calendar to ensure a prayerful perspective in celebrations of liturgical seasons (e.g. Lent), feasts (e.g. Mary Help of
Christians) and significant events (e.g. ANZAC Day) PWP1.3

Nurturing Prayer Life

Model and explain gestures used in prayer celebrations (e.g. Sign of the Cross, sign of peace, blessings, prayer postures, a gesture created for a
specific occasion) PWP2.1
Schedule time to allow for the preparation of students to enhance their participation in prayer experiences PWP2.2
Teach students how to identify and use scriptural texts in prayer and worship PWP2.3
Use predictable patterns in prayer and worship across the school PWP2.4
Involve students in the creation of prayers for use in school celebrations PWP2.5
Establish a culture and climate that values and emphasises a sense of the sacred during communal prayer times PWP2.6
Develop creative ways of building a culture of prayer within a school community (e.g. a prayer website, an intentions book, a prayer blog, a prayer
garden, sacred spaces, sensory stimuli) PWP2.7
Make effective use of music and the visual arts to enhance prayer experiences. PWP2.9

Providing a Variety of Experiences

Immerse students in diverse experiences of prayer (e.g. traditional prayers and devotions, meditation and contemplation, silence, labyrinths and
mandalas, praying with scripture, litanies and mantras, using the arts as a stimulus for prayer)PWP3.1
Provide opportunities for students to engage with different approaches to meditation (e.g. Christian meditation, Ignatian meditation, Lectio Divina,
guided meditation) PWP3.2
Incorporate appropriate symbols when developing prayer experiences (e.g. flame, water, oil, colour, shape, natural elements, religious symbols,
seasonal symbols) PWP3.3
Provide voluntary opportunities for prayer. PWP3.4

Ritualising Everyday Life

Look for opportunities to include elements of hope, joy and celebration in ritualising everyday events in the lives of students PWR1.5
(e.g. educational, pastoral, sporting and cultural achievements, personal moments of awe and wonder, discoveries)

Using Prayer Rituals in the School

Include prayer rituals in the day-to-day procedures and routines of school life (e.g. lighting a candle to begin meetings; saying the school prayer/motto
at gatherings; times of silence and reflection before decision-making) PWR2.1
Promote the use of sacred spaces by individuals and groups to experience silence and stillness in the everyday chapel, prayer room or
reflection/peace garden) PWR2.2
Make use of symbolic and ritual actions that are reminders of the sacredness of every individual (e.g. sprinkling with water, blessing with oil, sign of
peace, placing of hands) PWR2.3
Incorporate simple ritual into classroom prayer, assembly prayer, staff and parent gatherings PWR2.4
Plan prayerful reflective practices as part of learning and teaching (e.g. reflecting on daily learnings, celebrations of learning, rituals related to the
focus of learning) PWR2.5
Invite parental involvement in prayer rituals (e.g. a father sharing a story of parenting during a Fathers Day Liturgy; proclaiming the Word; parents
anointing children). PWR2.8

Class and Whole School Context

Students will learn about and engage in social action projects such as the Caritas Food For Life initiative. Through world
events investigate how they can be involved in contributing to the needs of a communit y in need.
Students who do not identif y with the Catholic Faith will be asked to share experiences which reflect the stor y of their birth

or their naming (rather than their Baptism). They will investigate how many people pray including those in the Catholic faith,
those who identif y with spir itualit y and those who are active within the Jewish faith.
Pentecost is celebrated within the school. As a multi-faith communit y we study together the birthday of the Church. This
also lends itself to discussing the differences bet ween the Jewish and Catholic communities as students (particularly the
lo wer school) often find it difficult to grasp the fact that Jesus was a Jew.
St. Peter s feast day also occurs during this term. Students will revisit St. Peter s contribution to the formation of the Catholic
church and how, they as a communit y, can model their lives on the teachings of St. Peter after which our school is named.

Year Level Description

Year level Description
The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and are taught in an integrated way,
and in ways that are appropriate to specific local contexts.
In Year 1, students explore the Christian teaching that all people are created in Gods own image, with dignity and natural rights. They learn about living in accordance
with Gods plan for all creation: living safely and happily in community and in loving relationship with God, with a responsibility to care for all creation and using Gods
gift of freedom to make choices responsibly. They engage with a variety of Old Testament texts to learn about Gods presence in the lives of individuals and communities
and make connections to their own experiences. They explore the words, actions and symbols used in the Sacraments of Baptism and Eucharist to communicate Gods
presence and action. They learn about the different roles in the local parish community.

Students learn about the nature of Jesus mission and ministry. They explore aspects of Jewish daily life at the time of Jesus. They listen to, view and read accounts from
different Gospels of key events, places and characters in the life of Jesus and explore similarities and differences in these accounts. They explore the many ways in which
Mary, Mother of Jesus, is honoured by Christians past and present and develop their understanding of the Hail Mary, a Catholic prayer honouring Mary. Students
understand that prayer was an important part of Jesus life and is important in the lives of believers. They continue to learn about ways in which believers pray, either
alone or with others.

How does this unit and learning experience connect with Learning and Teaching in Religion? (P-10 Curriculum)

CONTENT DESCRIPTIONS
Religious Knowledge & Understanding
The Gospels of Matthew, Mark, Luke and John provide particular insights into the life and teaching of Jesus
Jesus called people, including the twelve, to share in his mission and ministry.
Sacraments are sacred actions of the Church through which God is present. In the Sacraments of Baptism and Eucharist, words, actions and symbols are used to
communicate Gods presence and action
Jesus prayed regularly and taught others how to pray. Prayer involves talking and listening to God, either alone or gathered as community. Believers pray with the help
of word, music, action, silence, images, symbols and nature. Prayer in the Christian tradition, including Marian prayer, nurtures the spiritual life of believers.
Meditative prayer uses silence and stillness to assist believers to listen and talk to God. There is a range of practices (including closing eyes, and praying with beads and
music) that helps believers prepare the body and the mind for meditative prayer and engage in the work of meditation.

Skills
Identify key events, places and characters in the life of Jesus as revealed in Gospel passages
Identify similarities and differences between different Gospel accounts of key events, characters and teachings in the life of Jesus (e.g. birth, death, Jesus family, Jesus
followers, meal stories, miracles).
Identify the nature of Jesus mission and ministry (e.g. healing, teaching, forgiving)
Name key people in Gospel passages, including the twelve, whom Jesus called to share in his mission and ministry.
Identify words, actions and symbols used in the Sacrament of Baptism to communicate Gods presence and action (e.g. use of water, sign of the cross, anointing with oil,
white garment, Baptismal promises, candle).
Identify words, actions and symbols used in the Sacrament of Eucharist to communicate Gods presence and action (e.g. bread, wine, water, priest community gathered,
table fellowship, the Word, sign of peace, sending forth).
Describe and explain the significance of some occasions when believers gather as community to pray (e.g. school feast day, Baptism, Sunday Mass, funerals, weddings,
school prayer assemblies and liturgical celebrations).

Participate with respect in a variety of personal and communal prayer experiences, including Grace and Marian prayer.
Participate respectfully in meditative prayer.
Identify and use practices and spiritual exercises that assist them to prepare for and engage in meditative prayer.

Year Level
Achievement
Standard

Ctrl + Click to
see level
description

Prep 1

By the end of Year 1, students make connections to personal experience when explaining ways of living in accordance with
Gods plan for creation: that people live safely and happily in community and in loving relationship with God, with a
responsibility to respect the dignity and natural rights of all people, to care for all creation and to responsibly use Gods gift
of the freedom to choose. They relate stories from some Old Testament texts that describe Gods presence in the lives of
individuals and communities. They identify words, actions and symbols used in the Sacraments of Baptism and Eucharist to
communicate Gods presence and action.
Students identify the nature of Jesus mission and ministry, as well as similarities and differences between Gospel accounts
of significant events, places and characters in the life of Jesus. They describe some aspects of Jewish daily life at the time of

Jesus. They recognise the many ways in which believers, past and present, honour Mary, Mother of Jesus, including praying
the Hail Mary. They recognise the significance of prayer in Jesus life and in the life of believers and participate with respect
in a variety of personal and communal prayer experiences, including meditative prayer and the Hail Mary.
LEARNING INTENTIONS:
-To be able to engage in a variety of prayer practices, particularly meditative prayer.
-To understand that the sacrament of Baptism is an initiation into the church and contains specific symbols, words and
actions.
- To understand the by participating in Baptism you are recognising Gods presence and action in your life.
- To understand Jesus mission and ministry.
- Recognise similarities and differences between Gospel accounts of significant events, places and characters.
SUCCESS CRITERIA:
- Student will be able to take part in a variety of prayer practices particularly meditative prayer (which includes praying
with colour, labyrinths, beads, mandalas, music etc)
Students will be able to recognise the symbols of Baptism (oil, water, cross, white garment) and understand that that a
celebration in the Catholic church is a sacrament which uses symbols, actions and words.
Retell aspects of Jesus mission and ministry
Students will be able to identify similarities and differences in Gospel accounts.

GENERAL CAPABILITIES

CROSS CURRICULUM UNDERSTANDINGS

CROSS CURRICULAR PRIORITIES

Literacy

- Literacy encompasses the knowledge and skills students need to access,

Aboriginal and Torres Strait Islander Histories and Cultures

Aboriginal and Torres Strait Islander communities are strong, rich and

understand, analyse and evaluate information, make meaning, express

diverse. Aboriginal and Torres Strait Islander Identity is central to this priority

thoughts and emotions, present ideas and opinions, interact with others

and is intrinsically linked to living, learning Aboriginal and Torres Strait

and participate in activities at school and in their lives beyond school.

Islander communities, deep knowledge traditions and holistic world view.

Critical Thinking
- Students develop capability in critical and creative thinking as they learn to

generate and evaluate knowledge, clarify concepts and ideas, seek

possibilities, consider alternatives and solve problems. Critical and
creative thinking are integral to activities that require students to think
broadly and deeply using skills, behaviours and dispositions such as
reason, logic, resourcefulness, imagination and innovation in all learning
areas at school and in their lives beyond school.

Personal and Social

Students in a range of practices including recognising and regulating
emotions, developing empathy for others and understanding relationships,
establishing and building positive relationships, making responsible
decisions, working effectively in teams, handling challenging situations
constructively and developing leadership skills.

Demon
Enga
ge,
Laun
ch,
Tunin
g in,
Plan

Access Develop,
,
Explain, Look,
Explor Sort, Process
e,
Find
Out,
Retrie
ve

Inquiry
Phase

strate,
Elaborate, Go
Further,
Analyse,
Share

Evaluate, Act

Reflect

Test, Draw,
Conclusions,
Connect

Activity/Experience/Differentiation
(Although phases appear sequential, movement between
phases is expected)

Sacraments: What words, actions and symbols do you see in everyday life?
Brainstorm what symbols tie together a family, a school, a sporting team and the Church. Discuss if
belonging to these groups requires individuals to wear special clothing, say particular things or
display certain symbols. Make a classroom display which shows all of the things that the class
knows about belonging to these groups.
Grouping symbols clothing, food, sporting, school.
Dissect school symbol
Discuss the symbols that show we belong to the Catholic Church.
Baptism- Discuss your own baptismal experience as baby and Catholic experience
Children ask their parents/guardians the story of their Baptism or what their name means and they
share these stories during Show and Tell time including photos. Discuss the symbols that you can
see in each childs baptism photo. What things are the same or different?
Scatter known symbols on board. E.g mcdonalds, nike. What is it used for?

Resources:
ScripturalTexts/RLOS
Codes/Explicit
Prayer/Other links
Check denominations of students.
Core Texts- Sacraments
The Last Supper
Mark 14:22-25
The baptism of Jesus
Mark 1:9-11

Mission: Discuss with students the different occupations that they know. Have children ask their
parents and/or grandparents what their role is. They may also like to ask who else helps them to do
their job.
Create a classroom display which shows all of the jobs that people in our st Peters community have
and do.

Sacraments: Create a Baptism Touch Table include a bowl of water, oils, a

candle, a white robe, photos, certificates. Scaffold the students discussion
towards the fertile question and introduce the vocabulary of symbol and
sacrament. Students define symbol and why they are used in the Church.
Write labels and add to the Touch Table. Visit the Church and see the real
objects used in a Baptism. Students then dramatise a Baptism of the class
mascot and photograph each symbol (this will be used for the assessment).
Students arrange the photos in sequence and explain the importance of the
words, actions and symbols used in a Baptism.. Read Mark 1:9-11 Create a
Sacramental Symbols slideshow identifying words, symbols and actions and
how they communicate Gods presence.
Mission: Introduce the concepts of ministry as what Jesus did (his job) and mission as what he
wanted to do (actions). Delve into the St Peters mission statement and discuss what it is asking us to
do as community members. Identify 3 main points in the mission statement which are relevant to
your classroom. Using these 3 main points brainstorm with the students how we could display this
mission. Photograph students undertaking this actions and put them on the classroom display under
the title Our mission at St Peters.
Invite Yr 6 Ministry teams to discuss their ministries.
Organise with Father to visit the St Peters church and discuss the ministries within the church and
different jobs that people do within the church.

Sacraments: Create a chart identifying the important features of a birthday

party. Throw a surprise birthday party for the classroom mascot with
invitations, presents, balloons, singing, food, friends and party bags and direct
attention back to the fertile question and discuss the church celebration of
Eucharist. Discuss the meaning of Eucharist to determine background
knowledge and explain that like a birthday party, Eucharist has special
symbols and actions. It is also a sacrament like Baptism and is the most
important in our Catholic faith. Read Mark 14:22-25 T Sacraments are sacred
actions of the Church through which God is present. Investigate the words,
actions and symbols used in the Sacrament of Eucharist to communicate
Gods presence and action (e.g. Bread, wine, sign of peace, community
gathered, table fellowship, the Word, sending forth). Show students

Ministry
Jesus calls Peter, Andrew, James and John
Matthew 4:18-22
Calling the Twelve
Mark 3:13-19
Supplementary Texts
Sacraments
The Last Supper
Matthew 26:26-30
Luke 22:14-20
The baptism of Jesus
Matthew 3:13-17
Luke 3:21-22
Ministry
Jesus ministers and heals
Matthew 4:23-25
Matthew 8:14-17
Matthew 9:2-8
Matthew 14:13-21
Luke 5:17-26
Luke 4:38-41

photographs and discuss the symbolism of each. Record information next to

the birthday party information so children can compare similarities and
difference
Mission: Introduce Jesus job and the concept of ministry. Explain that Jesus ministry was to teach
people to forgive, love and that he healed people. Have Students sequence Matthew 14:13-21 using
a story board. Discuss the qualities of Jesus ministry that are demonstrated within this story.
Follow the same approach for Luke 4:17-26

Sacraments: Reintroduce the fertile question How can we welcome God into our lives?
Students will have discussed at home how through their Baptism they welcomed God into their lives
and have completed a questionnaire. This is then shared, with photos at school (include also
teachers own experience with Baptism or that of their children).

Mission: Introduce the idea that different gospel writers wrote for different groups of people
(audiences) and that as such their accounts are sometimes different.
Compare the calling of the disciples by reading both Matthew 4:18-22 and Mark 3:13-19.
Have students act out both stories then play a game of spot the difference to find the differences
between both accounts. Have students complete a who, what, where and why template for both
stories. Discuss the symbols used in each story and the words spoken.

Sacraments: Matching activity for Baptism and Eucharist. Students will

need to explain the purpose of each symbol.

Mission: Students will create a 4 page book about the life and ministry of Jesus. On the
first two pages they will finish the sentence Jesus mission was to ___________________.
They will also draw a picture which relates to a bible passage in which he is forgiving,
healing or preaching.
On the next two pages they will complete this passage: In the Calling the disciples
stories there were some things the same and different. The things that were the same
are_______________________. The things that were different are______________________.
They are different because___________. This will have a related picture showing both the
Matthew and Mark accounts.

Sacraments: Create a powerpoint as a whole class about the Baptism of the

school mascot and post to the class weebly to share with parents.

Mission: Create a wordle detailing the things we know about Jesus life and ministry
and post it to the class weebly to share with parents.

A GUIDE FOR TEACHING and LEARNING INQUIRY

(Although phases appear sequential, movement between phases is expected)
Learning Sequence
Tuning In (to
students)
What is the
topic?
Why should we
study this
topic?
Frame
manageable
questions.

Finding Out
Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who

Sorting Out
What do we
want to find
out?
How can we
do this best?
How will we
gather the
information?
Does what I

Going further
Extend and
challenge
students
understandi
ngs
Offer more
information
Is there
something else

Drawing
conclusions/Conne
ctions
So what have I
learnt?
If I know this, how
can I connect it with
my world?

Taking Action
(reflecting,
evaluating)
So what if you
know this
what are you
going to do
about it? How is
this going to
change you?

Reflection
What went well in
this unit? What
needs further
action?

What do I already
know about this
topic?
I think I know x,y,z.
How is this relevant
to me?

was there and

what were the
facts?

knew before still

apply? Does my
first idea still
make sense?

I need to
deepen my
knowledge
understandings
?
What
difference does
this make to
me?

What will you

do now?

Criteria Sheet :
Area for Assessment
Investigating/Applyin
g

A Well Above

B- Above

C - Expected

D- Below

All photos are

sequenced in the
correct order of
service. With
confidence and detail
including a higher level
of vocabulary students
identify words, actions
and symbols used in a
Baptism in either
written or verbal

Most photos are

sequenced in the
correct order of
service. Students can
describe verbally or
use labels to identify
most of the words,
actions and symbols
used in a Baptism.

1 or 2 photos are
sequenced in the
correct order of
service. Students can
identify only a few
words, actions and
symbols used in a
Baptism in either
written or verbal
format.

Student identifies the

mission of Jesus and
links multiple stories to
illustrate their point.

Student identifies the

mission of Jesus and
links one story to
illustrate their point.

Student identifies the

mission of Jesus was
to love, heal and
preach.

Student can identify

the key similarities and
differences between
the gospel accounts
and detail why these
exist.

Student can identify

the key similarities and
differences between
the gospel accounts

format.

Communicating
Students take a

Student contributes to
setting up and
leadership role and
confidently contribute to conducting a prayer
service using words,
setting up and
symbols and actions.
conducting a prayer

Student mainly relies

on other students to
set up and/or conduct
the prayer service
using words, symbols

E- Well Below

service using words,

symbols and actions.
They use a higher level
of vocabulary and
explain what they are

They contribute to an
explanation of what
they are doing, why
and how God is
present.

and actions

doing, why and how God

is present

Unit:
Monitoring Checklist

Text Types

Students
1
2
3
4
5
6
7

Worlds of Text

Bible
Use

Religious
Life

8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

29
30

Unit:
Students
1
2
3
4
5
6
7
8
9
10
11
12
13
14

Monitoring Comments

15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Return to Planning

Ethos and Charism

Ethos and charism of the school express the Catholic identity and the assumptions, beliefs and values that the
school community shares. They are reflected in what is done, how it is done and who is doing it. A school
communicates its distinctive identity through its religious values, culture, rituals and practices.

Embedding Ethos and Charism

Promote elements associated with the ethos and charism of the school (e.g. particular values, key scripture passages, sayings or
concepts) ICE1.1
Integrate the Catholic intellectual and aesthetic perspectives across all learning areas of the taught curriculum ICE1.2
Use symbols associated with the schools charism in ritual and liturgy for affirming membership and a sense of belonging ICE1.3
Incorporate prayers associated with the schools charism into the life of the community (e.g. Congregation foundation day, Prayer of
St Francis, Prayers to Mary) ICE1.4
Celebrate days of religious significance to focus upon values associated with the schools ethos and charism (e.g. Founders/
Foundation Day, Feast Day) ICE1.5
Connect school devotional practices for the contemporary cultural context (e.g. Indigenous students, rural community, ecumenical
enrolment) ICE1.6
Promote a positive sense of continuity and development related to the ethos and charism through the incorporation of historical
material in school gatherings, celebrations, anniversaries and special occasions (e.g. photographs, artefacts from the past, elements
of traditional prayers and devotional practices). 1CE1.7

Living the Vision and Mission

Integrate the Archdiocesan Vision and values for Catholic Education into school vision and mission statements ICE2.1
Review and critique school practices in the light of the school vision and mission statements ICE2.2
Display prominently the school vision and mission statements in diverse and engaging modes (e.g. translations into other
languages, electronic versions, child friendly versions) ICE2.3
Give public recognition to the commitment of role-holders within the school community (e.g. Secretaries Day, blessing of support
staff, teachers day). ICE2.4

Communicating the ethos and charism

Research and communicate the history and heritage of the school to enhance understanding of its ethos, charism and Catholic
identity ICE3.1
Explore the intellectual tradition behind the ethos and charism of the school and how this applies to classroom learning ICE3.2
Develop staff induction programs into the charism of the school and its contemporary application ICE3.3
Communicate the distinctive identity and nature of the school to the wider community (e.g. newspaper articles, shopping centre
display, community service) ICE3.4

Promote the schools charism and ethos through newsletters, staff prayers and visual displays ICE3.5
Give honour to the ethos and charism of the school through the use of iconography, sculpture and sacred art ICE3.6
Utilise student and staff skills in the arts to communicate significant elements of the ethos and charism of the school (e.g. a media
production, a visual art display, a dramatic presentation of persons and events embodying school ethos and charism). ICE3.7

Return to Planning

Authentic Christian Community

Authentic Christian community builds quality relationships modelled on the vision and values of
Jesus. An authentic school community supports the dignity of each person, practises Christian
hospitality and proclaims its values through word and action.
Respecting dignity and diversity

Develop policies, structures and practices to provide equity for all students ICC1.1
Recognise the diversity of student achievement within and beyond the school community ICC1.2
Celebrate the cultural diversity of the school (e.g. multicultural festivals, musical presentations at school gatherings by various
cultural groups, displays of indigenous art) ICC1.3
Implement and evaluate behaviour support policies and practices in the light of the vision and values of Jesus ICC1.4
Provide companioning programs for students who are new, at risk or marginalised (e.g. social skills programs) ICC1.5
Infuse the gospel into leadership programs for students and staff. ICC1.6

Building quality relationships

Welcome, encourage and support the participation of families in the life of the school ICC2.1
Develop a community culture that is committed to reconciliation, quality relationships and promoting intercultural understanding
ICC2.2
Present, through drama, dance, music, visual art and media, traditional stories from various cultural groups ICC2.3
Recognise and celebrate the everyday moments of peoples lives (e.g. announcing births, celebrating birthdays, recording of
moments in daily life of the school) ICC2.4
Build a culture of care and concern across the school (e.g. parent care & concern group, providing meals for a bereaved family,
doing an extra playground duty for a stressed colleague) ICC2.5
Acknowledge connections with the wider church community by partnering with the parish and local church through prayer, liturgy,
social events and outreach. ICC2.6

Practising Christian hospitality

Develop a shared understanding of the Christian underpinnings of hospitality and welcome ICC3.1
Promote a spirit of Christian hospitality and social courtesy to all visitors ICC3.2
Maintain, inviting, clean, uncluttered, and clearly signed public spaces ICC3.3
Practise with students social courtesies (e.g. greeting people, introducing a visitor, welcoming a guest speaker) ICC3.4
Develop resources that welcome and orient new families to the school (e.g. welcome CD, handbook, website). ICC3.5

Return to Planning

Sense of the Sacred

Sense of the Sacred uses the intellect, art, design and reflective spaces to engage the
senses. It contributes to the religious identity and culture of a community. The aesthetic,
social and physical environment is a powerful means by which a school community creates
and values a sense of the sacred.
Sense of the Sacred

Engage students in the prayerful use of local prayer sites, sacred spaces and physical structures (e.g. labyrinths, peace gardens,
local parish church) ICS1.1
Review the appropriateness of existing religious art and iconography ICS1.2
Establish and maintain sacred and reflective spaces in classrooms and around the school ICS1.3
Provide opportunities for students to explore Gods presence through art and other media (e.g. engage an artist-in-residence, hold
an exhibition of students religious artwork). ICS1.4

Enhancing the Religious Culture

Provide professional learning opportunities on the power and potential of the aesthetic in creating a sense of the sacred. Make links
to all areas of learning ICS2.1
Provide professional learning for staff on religious art and iconography ICS2.2
Establish practices and procedures for movement from secular psychological space to a readiness for prayer and celebration (e.g.
use of bells, chimes, silence, ritual action) ICS2.3
Incorporate student art and religious iconography into school reception areas and communal spaces to reflect the liturgical seasons
and life of the school community. ICS2.4

Resourcing for a Sense of the Sacred

Plan for the acquisition of quality art, artefacts and iconography for classrooms and school environments ICS3.1
Use the natural environment to enhance a sense of the sacred reflective walks, rainforest areas, peace/prayer gardens) ICS3.2
Identify and source suitable resources for creating an aesthetic environment for liturgy and ritual (e.g. music, symbols, materials,
artefacts, images) ICS3.3
Explore ways the creative arts can be used to enrich the religious life and culture of the school (e.g. poetry in liturgies of the word,
drama in Easter celebrations, creative use of multimedia in prayer rituals) ICS3.4

Support and resource staff to create meaningful prayer spaces and experiences in classroom settings. ICS3.5

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Living the Gospel

Living the gospel calls for openness that invites each person to experience a change of heart by engaging with
the world as Jesus did. A school fosters this call in its individual members by creating an environment that
encourages and invites them to discipleship and ministry.
Centred Environment

Evaluate the effectiveness of the ways in which Jesus Christ is presented and interpreted in the life of the school (e.g. through
artwork, stories, public gatherings, school website) EFG1.1
Plan for prayer and worship in the school that is Christ- centred and strongly connected to the Cycles of the Liturgical Year EFG1.2
Make connections between the life, death and resurrection of Jesus Christ and contemporary people and events (within and beyond
the school community) EFG1.3
Create a culture of hope, optimism, joy and inclusion that reflects the life of Jesus Christ through routines and practices (e.g.
hospitality, forgiveness and outreach to the marginalised).EFG1.4

Embedding the Gospel in Practices and Processes

Use restorative justice processes to develop a Christian culture of forgiveness and reconciliation EFG2.1
Establish policies practices and structures that promote inclusion and a sense of belonging to a Christian communityEFG2.2
Provide opportunities for staff, students and parents to understand how traditions and practices in the school community connect
with the gospel of Jesus Christ EFG2.3
Support staff programs on Christian ministry and vocation. EFG2.4

Celebrating the Good News

Identify and use scriptural texts to promote and support the Christian values of the school EFG3.1
Recognise and ritualise the rich tapestry of students, staff and families through personal and public recognition EFG3.2
Introduce elements of Christian joy and hope into the celebrations of school lifeEFG3.3
Familiarise the community with a range of Christian writings and writers who celebrate joy and hope in life and present the gospel
message in engaging ways. EFG3.4

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Spiritual Formation

Spiritual formation in a Catholic school occurs within the context of the Catholic Christian faith tradition. Such
formation is orientated to the spiritual growth of each individual and the spiritual flourishing of the school
community. Spiritual formation is sensitive to the faith background and life journey of individuals within the
community. School communities recognise moments and opportunities for formation and find ways to nurture the
spirituality of each individual in ways that respect their religious background and their informed conscience.
Planning Formation for Students

Adapt spirituality and faith formation frameworks to enhance the spiritual formation of students (e.g. BCE Catching Fire, frameworks
related to the charism of Religious Institutes) EFF1.1
Provide faith formation experiences for potential student leaders (e.g. retreats, pilgrimages, meditation and prayer experiences,
online discussion forums) EFF1.2
Support and resource staff to collaboratively plan and facilitate retreat and reflection experiences for students EFF1.3
Seek out opportunities to integrate formation experiences into class and year level camps and trips. EFF1.4

Responding to Diversity

Incorporate data from the religious profile of students into the planning of spiritual formation experiences (e.g. students from
diverse Christian denominations, students from religions other than Christianity) EFF2.1
Celebrate the religious unity and diversity within the school community by inviting representatives of other faith communities to
participate in specific events. EFF2.2

Seeking Creative Expressions

Provide opportunities for students to develop and express spiritual awareness through the creative arts utilising dance, drama,
media, music and the visual arts EFF3.1
Explore creative ways of promoting an awareness of the spiritual dimension of life (e.g. pod casts, blogs, books, articles, websites,
discussion circles, a lunchtime speakers corner, panel discussions)EFF3.2
Utilise resources and develop activities that enrich and nurture an appreciation of the wide variety of spiritual charisms within the
Christian tradition (e.g. Benedictine, Franciscan, Marist, Josephite, Edmund Rice, Presentation and Mercy). EFF3.3

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Witness to the Wider Community

Witness to the wider community calls Christians to give witness to the beliefs and values of the Catholic Christian tradition
and proclaim the Good News of Jesus Christ. The Catholic school, as part of the evangelising mission of the Church,
witnesses to the wider community through its physical presence and authentic proclamation of the gospel in word and
action.
With Others

Build collaborative relationships with the parish and local Church in planning joint celebrations (e.g. Social Justice Sunday, Mission Week, NAIDOC,
Multicultural Sunday) EFW1.1
Invite students to participate in retreat experiences and reflection days with students from other Catholic schools EFW1.2
Invite representatives of other Christian Churches to participate in school celebrations (e.g. Easter celebrations, Week of Prayer for Christian Unity)
EFW1.3
Provide opportunities for students to plan for and participate in ecumenical and inter-faith experiences connected to the curriculum EFW1.4
Consider online reflection experiences for students drawing upon suitable resources of the internet and other materials. EFW1.5

Reaching Out

Support parents, staff and students seeking to become Catholic through participation in parish RCIA programs EFW2.1
Develop ways of meeting the pastoral needs of students and families (e.g. regular Make a Meal sessions for families in need, prayer circles, support
groups, home visits) EFW2.2
Teach students how to witness to the values that the school espouses at external events and activities (e.g. respectful behaviour in public settings,
gratitude and graciousness, positive participation, considering the needs of others first) EFW2.3
Brainstorm ways the school might be a presence in the lives of members of the local community (e.g. aged care residents, parish groups, service
organisations). EFW2.4

Making Connections

Invite clergy and parish staff to participate in the everyday and significant events of the school EFW3.1
Encourage students to participate and take on leadership roles in the youth ministry of their local parish or in Church movements EFW3.2
Engage with and promote parish, deanery and Archdiocesan initiatives, events and gatherings. EFW3.3

Communicating the Message

Articulate explicitly the connections between school policies, structures and practices and Christian values and principles EFW4.1
Communicate to the school community information about parish and Archdiocesan events, Mass times, Sacramental programs, youth initiatives, faith
development programs) EFW4.2

Communicate explicitly the school values and beliefs through newsletters, local media and the utilisation of information, communication and learning
technologies.EFW4.3

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Christian Prayer

Christian prayer raises the mind and heart to God or requests good things from God and contributes to the faith
growth of individuals and the building of Christian community. Schools draw on the richness of the Catholic
tradition, the wider Christian tradition and their own particular charism to nurture the prayer life of the school.
The Tradition

Teach and use a variety of traditional prayers and devotions for individual and communal use (e.g. Our Father, Memorare, Glory Be, Rosary,
Eucharistic adoration) PWP1.1
Identify appropriate times and occasions for different forms (e.g. prayers of praise, intercession) and expressions (e.g. vocal, meditative,
contemplative) of prayer PWP1.2
Prepare and disseminate a calendar to ensure a prayerful perspective in celebrations of liturgical seasons (e.g. Lent), feasts (e.g. Mary Help of
Christians) and significant events (e.g. ANZAC Day) PWP1.3
Provide or create a school prayer book that includes a range of prayer forms (e.g. blessing and adoration; petition and intercession; thanksgiving and
praise). PWP1.4

Nurturing Prayer Life

Model and explain gestures used in prayer celebrations (e.g. Sign of the Cross, sign of peace, blessings, prayer postures, a gesture created for a
specific occasion) PWP2.1
Schedule time to allow for the preparation of students to enhance their participation in prayer experiences PWP2.2
Teach students how to identify and use scriptural texts in prayer and worship PWP2.3
Use predictable patterns in prayer and worship across the school PWP2.4
Involve students in the creation of prayers for use in school celebrations PWP2.5
Establish a culture and climate that values and emphasises a sense of the sacred during communal prayer times PWP2.6
Develop creative ways of building a culture of prayer within a school community (e.g. a prayer website, an intentions book, a prayer blog, a prayer
garden, sacred spaces, sensory stimuli) PWP2.7
Access professional learning opportunities for staff to broaden and deepen their understandings about prayer, its purpose, meaning and expression.
PWP2.8
Make effective use of music and the visual arts to enhance prayer experiences. PWP2.9

Providing a Variety of Experiences

Immerse students in diverse experiences of prayer (e.g. traditional prayers and devotions, meditation and contemplation, silence, labyrinths and
mandalas, praying with scripture, litanies and mantras, using the arts as a stimulus for prayer)PWP3.1
Provide opportunities for students to engage with different approaches to meditation (e.g. Christian meditation, Ignatian meditation, Lectio Divina,
guided meditation) PWP3.2
Incorporate appropriate symbols when developing prayer experiences (e.g. flame, water, oil, colour, shape, natural elements, religious symbols,
seasonal symbols) PWP3.3
Provide voluntary opportunities for prayer. PWP3.4

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Celebration of Liturgy and Sacraments

Celebration of liturgy and sacraments are part of the formal, public prayer and worship of the Church. The
Church encourages full, conscious and active participation in liturgy. Schools celebrate the Liturgy of the
Church through celebration of the sacraments, Liturgy of the Word and Liturgy of the Hours.
Skills in Liturgy

Provide professional learning opportunities for staff and students and parents about the principles, structures and planning of liturgy
PWL1.1
Provide formation for staff, students and parents to undertake appropriate roles of ministry within the liturgy (e.g. Eucharistic ministers,
readers, music ministers, preparing the sacred space) PWL1.2
Utilise planning templates in preparing for liturgical celebrations PWL1.3
Negotiate with clergy clear, agreed expectations about the celebration of liturgy and sacraments within the school. PWL1.4

Promoting Participation in Liturgy

Develop clear expectations about procedures and practices for the reverent celebration of liturgy (e.g. entering and leaving, responding,
movement and gestures, receiving communion) PWL2.1
Prepare students for full and reverent participation in liturgies (e.g. practise reading and reflecting on scripture, rehearse music, explain
and practise particular actions and movements) PWL2.2
Arrange the physical environment and provide resources conducive to full and active participation in liturgy and sacrament (e.g. seating
arrangements, physical environment, texts of responses, songs and actions) PWL2.3
Encourage and support student participation in parish, deanery or Archdiocesan liturgies and gatherings PWL2.4
Seek creative ways students may contribute to the enhancement of the church or sacred space in which a liturgy is to be celebrated.
PWL2.5

Celebrating Sacraments

Identify and provide opportunities for the celebration of the sacraments of Eucharist and Penance within the life of the school PWL3.1
Support students and families engaged in sacramental preparation and celebration through recognition and prayer PWL3.2
Promote and support the Rite of Christian Initiation of Adults (RCIA) in local parishes.PWL3.3

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Ritualising Everyday Life

Ritualising everyday life occurs through rituals combining words, actions and symbols that make
meaning of the mystery of life in the light of the gospel. Christians believe that all creation is
good and is infused with the presence of God. School communities affirm
the sacredness of everyday life by recognising and celebrating God in the created world, in
relationships with others and in events and experiences.
Ritualising Life Events

Ritualise rites of passage (e.g. transition to secondary school, induction into leadership, engagements, retirement, welcoming new staff/new students,
births in the community) PWR1.1
Use or design commissioning and blessing rituals to respond to life events (e.g. beginning and end of year, outreach activities, Mothers/Fathers Day,
excursions, tours and representative activities) PWR1.2
Recognise opportunities to ritualise and prayerfully support members of the community facing issues of grief and loss (e.g. Light a Candle website,
school newsletter, memories book, messages of sympathy, prayer rituals) PWR1.3
Identify and source appropriate rituals, spaces, symbols and resources that may assist staff and students prepare for and respond to critical incidents
and traumatic events PWR1.4
Look for opportunities to include elements of hope, joy and celebration in ritualising everyday events in the lives of students PWR1.5
(e.g. educational, pastoral, sporting and cultural achievements, personal moments of awe and wonder, discoveries)
Utilise knowledge and skills in the Arts ( Dance, Drama, Visual Arts, Media Arts, Music) to ritualise life events PWR1.6
Promote simple rituals for families to use in the home.PWR1.7

Using Prayer Rituals in the School

Include prayer rituals in the day-to-day procedures and routines of school life (e.g. lighting a candle to begin meetings; saying the school prayer/motto
at gatherings; times of silence and reflection before decision-making) PWR2.1
Promote the use of sacred spaces by individuals and groups to experience silence and stillness in the everyday chapel, prayer room or
reflection/peace garden) PWR2.2
Make use of symbolic and ritual actions that are reminders of the sacredness of every individual (e.g. sprinkling with water, blessing with oil, sign of
peace, placing of hands) PWR2.3
Incorporate simple ritual into classroom prayer, assembly prayer, staff and parent gatherings PWR2.4
Plan prayerful reflective practices as part of learning and teaching (e.g. reflecting on daily learnings, celebrations of learning, rituals related to the
focus of learning) PWR2.5
Incorporate rituals of reconciliation and forgiveness into classroom practice, behaviour support strategies and the life of the school PWR2.6
Design appropriate and meaningful rituals for use on retreat/reflection days (e.g. affirmation, reconciliation, awe and wonder, valuing self) PWR2.7

Invite parental involvement in prayer rituals (e.g. a father sharing a story of parenting during a Fathers Day Liturgy; proclaiming the Word; parents
anointing children). PWR2.8

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Justice in the School Community

The school practises justice within its own community through policies, structures and practices that are consistent with
the themes of Catholic social teaching. Respect for the dignity of the human person underlies Catholic social justice
themes.

The Dignity of All

Promote communication and interaction bet ween members of the school communit y that respect the rights and dignit y of all
(e.g. student reports, telephone conversations, conflict resolution, mediation, classroom interactions, behaviour support,
staffroom conversations) SJS1.1
Identif y marginalised groups within the school communit y and develop wa ys to demonstrate welcome and support SJS1.2
Implement induction programs to support new students and families from diverse backgrounds SJS1.3
Review policies, structures and practices in the light of the diversit y within the school communit y (e.g. cultural, social,
religious, economic factors). SJS1.4

Praying for Justice

Integrate a justice focus into school liturgies, classroom prayer and prayer assemblies (e.g. draw on resources from Caritas,
Catholic Mission, St Vincent De Paul) SJS2.1
Identif y structures and practices that provide opportunities to encourage a prayer response to justice issues (e.g. ne wsletter,
assembly prayer, meetings, foyer displays, email, noticeboards, classroom prayer). SJS2.2
Using Social Media to encourage others to pray about current issue of injustice at local, national and global levels SJS2.3

Building a Just Community

Audit policies, structures and practices in the light of Catholic themes of social justice (e.g. behaviour support, inclusion
practices, enrolment policy, engaging students in decisions) SJS3.1
Support the principle of subsidiarit y in key decision- making SJS3.2
Establish just processes of discernment and critical judgement when making decisions SJS3.3
Apply Christian stewardship to the resources and environment of the school (e.g. audit paper, wat er & electricit y use, monitor
care of equipment and facilities, implement environmentally sustainable practices) SJS3.4
Develop and access school- wide programs that focus on improving and maintaining qualit y relationships (e.g. Virtue of the
Week, Making Jesus Real, Examen, peer mentoring programs, buddy programs). SJS3.5

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Action for Justice

Action for justice is integral to the Christian vocation. Action for justice, peace and ecological sustainability is based
on the dream of Jesus to establish the Kingdom of God. School communities act for justice when they
demonstrate a commitment to the poor and marginalised, actively work for peace and practise stewardship of the
earth
Catholic Social Teaching

Draw on Catholic social teaching and scripture when developing a rationale and principles for social justice activities SJA1.1
Critically revie w and monitor the complexit y and expense of experiences offered by the school in light of Jesus model as one
who travels lightly (overseas trips, formals, excursions, fundraisers) SJA1.2
Implement policies and practices within the school that nurture a generosit y of spirit (e.g. staff club support for a local
charit y, adopting a charitable cause, encourage random acts of kindness) SJA1.3
Promote peaceful relationships within and beyond the school communit y (e.g. design retreat/reflection experiences on a
peace theme, celebrate World Peace Day, celebrate the lives of peace-makers, incorporate non-violent principles into school
policies and procedures) SJA1.4
Promote the resources and activities of Catholic justice and peace agencies for prayer and action. SJA1.5

Caring for the Environment

Foster environmentally friendly practices (e.g. recycling paper, composting, worm farm, installing school water tanks) SJA2.1
Raise awareness of ecological issues (e.g. school forums, inspiring speakers, regular updates in school communication,
establish an energy efficiency wor king part y, student debates) with reference to Church teachings SJA2.2
Engage with local environmental projects as part of the curriculum. SJA2.3

Learning through Service

Provide structured immersion experiences for students and staff to give valuable insight into the lives of others (e.g. street
retreats, visiting care facilities, overseas immersion programs) SJA3.1
Design and create activities that promote better understanding bet ween generational groups (e.g. visiting an aged care
residence, intervie wing an older person, Grandparents Day) SJA3.2
Support and encourage student- initiated justice projects that contribute to the wellbeing of others locally and globally
SJA3.3
Enliven and rene w existing service and justice activities (e.g. a justice activist-in-residence, guest presenters at

school boards and staff meetings, conduct a justice hypothetical). SJA3.4

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Reflection on Action for Justice

Reflection on action for justice requires critical reflection and prayerful discernment based upon
the scriptures and Catholic social teaching. School communities consciously plan for and
implement these reflective elements into their justice initiatives through an action-reflection
process.
Promoting Critical Discernment

Review and critique the relevance and adequacy of current actions for justice in the school communit y SJR1.1
Critically reflect on ever yday practices within the school communit y that fail to uphold the dignit y of individuals demeaning
language, aggressive behaviour, misuse of power) SJR1.2
Use school publications to challenge the school communit y to critically reflect on current social issues SJR1.3
Encourage peaceful and just relationships by providing opportunities for communit y members to regularly reflect on their
attitudes and behaviours SJR1.4
Make reference to Catholic social teaching in areas of learning relating to social issues such as econom ic development,
employm ent, consumerism, and scientific developments such as cloning SJR1.5
Incorporate reflection about the vocation of the Christian in the wor ld into the briefing and debriefing of students engaged in
immersion and outreach programs.SJR1.6

Building a Culture of Reflection

Encourage reflective processes that promote reconciliation (e.g. conflict resolution, restorative justice processes, mediation)
SJR2.1
Provide times and opportunities to assist prayerful reflection on justice issues and initiatives (e.g. journaling, meditation,
artistic expression, song writ ing) SJR2.2
Ensure that prayerful reflection is part of the regular practice of service and action (e.g. Examen prayer, meditation on
scripture, journaling) SJR2.3
Build a reflective component into the celebration of significant events related to social issues and justice (e.g. Aboriginal
reconciliation, Social Justice Week, World Environment Day, Hiroshima Day) SJR2.4
Utilise the power of stor y to assist reflection on social justice issues and themes SJR2.5
Locate and use resources provided by Catholic agencies to promote student reflection on issues of justice, peace and
ecological sustainabilit y SJR2.6
Utilise the writ ings and reflections of prominent advocates for social justice as a focus of reflection on actions undertaken.
Make reference to Catholic social teaching in this context SJR2.7
Teach students to use an action-reflection process in response to life and societal issues. SJR2.8

Utilising The Arts ( Drama, Dance, Visual Arts, Media Arts & Music) to build a culture of reflection on issues of justice.
SJR2.9

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Prep Year Level Description
The Religion curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should
be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Prep, students learn about some Old Testament and New Testament stories that tell of a God of love, the creator of all; the goodness of
Gods creation, Gods special relationship with all of creation and Gods plan that people help each other to live safely and happily
together, for the good of all.
Students listen to, read and view stories of and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary, his friends and
family; of Jesus praying and teaching others to pray; of his teachings about love, compassion and forgiveness that challenged people
about the way they were living; and of his suffering, death and resurrection. They learn that Christians believe God created people with
the freedom to choose between good and bad, right and wrong. They explore examples of times when people make these choices, from
familiar texts and their personal experience.
Students understand that prayer helps believers follow the teachings of Jesus; to live according to Gods plan. They learn about ways in
which believers pray, either alone or with others, including the Sign of the Cross and Amen. They observe ways in which believers pray
together during special celebrations and rituals that mark important times in the life of believers and in the Church year. They learn about
the Church building as a sacred place for believers and the Bible as a sacred book for believers.
Prep Achievement Standard
By the end of Prep, students communicate clearly their ideas, feelings and thoughts about God, the goodness of Gods creation and Gods
plan that people help each other to live safely and happily together, for the good of all. They identify connections between some Old
Testament stories and their personal experience, including experience of the goodness of creation. They listen and respond to stories of
and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary, his friends and family; of Jesus praying and teaching others
to pray; and of his suffering, death and resurrection. They recognise Jesus teachings about love, compassion and forgiveness that
challenged people about the way they were living. They relate examples of people having the freedom to choose between good and bad,
right and wrong.
Students understand that prayer helps believers to follow the teachings of Jesus; to live according to Gods plan. They recognise ways in
which believers pray, either alone or with others, using word, music, action, silence, images, symbols and nature and participate with
respect in a variety of these prayer experiences, including meditation, the Sign of the Cross and Amen. They describe ways in which
believers pray together during special celebrations and rituals that mark important times in the life of believers and in the Church year.

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Year One Level Description
The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should
be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Year 1, students explore the Christian teaching that all people are created in Gods own image, with dignity and natural rights. They
learn about living in accordance with Gods plan for all creation: living safely and happily in community and in loving relationship with God,
with a responsibility to care for all creation, and using Gods gift of freedom to make choices responsibly. They engage with a variety of Old
Testament texts to learn about Gods presence in the lives of individuals and communities, and make connections to their own
experiences. They explore the words, actions and symbols used in the Sacraments of Baptism and Eucharist to communicate Gods
presence and action. They learn about the different roles in the local parish community.
Students learn about the nature of Jesus mission and ministry. They explore aspects of Jewish daily life at the time of Jesus. They listen to,
view and read accounts from different Gospels of key events, places and characters in the life of Jesus and explore similarities and
differences in these accounts. They explore the many ways in which Mary, Mother of Jesus, is honoured by Christians past and present
and develop their understanding of the Hail Mary, a Catholic prayer honouring Mary. Students understand that prayer was an important
part of Jesus life and is important in the lives of believers. They continue to learn about ways in which believers pray, either alone or with
others, including morning prayers and Grace.
Year One Achievement Standard
By the end of Year 1, students make connections to personal experience when explaining ways of living in accordance with Gods plan for
creation: that people live safely and happily in community and in loving relationship with God, with a responsibility to respect the dignity
and natural rights of all people, to care for all creation and to responsibly use Gods gift of the freedom to choose. They relate stories from
some Old Testament texts that describe Gods presence in the lives of individuals and communities. They identify words, actions and
symbols used in the Sacraments of Baptism and Eucharist to communicate Gods presence and action.
Students identify the nature of Jesus mission and ministry, as well as similarities and differences between Gospel accounts of significant
events, places and characters in the life of Jesus. They describe some aspects of Jewish daily life at the time of Jesus. They recognise the
many ways in which believers, past and present, honour Mary, Mother of Jesus, including praying the Hail Mary. They recognise the
significance of prayer in Jesus life and in the life of believers and participate with respect in a variety of personal and communal prayer
experiences, including meditative prayer and the Hail Mary.

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Year 2 Level Description
The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should
be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Year 2, students learn about aspects of Gods nature and Gods relationship with people, as they engage with a variety of New
Testament texts depicting the teachings and actions of Jesus, and Old Testament texts that describe Gods relationship with the Jewish
people. They explore contextual information about the first century Mediterranean world, to better appreciate the life and times of Jesus.
They learn about Jesus mission and ministry and explore ways in which Jesus teachings and actions continue to guide the life of the
Church community today. They explore, recognise and appreciate the history of a parish community as it is revealed in many ways.
Students learn about the sacredness of all creation, especially human life; the call to be co-creators and stewards of Gods creation; and
the responsibility to pursue peace and justice out of respect for human life and all creation. They develop their understanding of the loving
relationship God offers to people unconditionally; and their understanding of sin, as evident in the free choices that harm the individual
and their loving relationships with God, with others and with all creation. They explore ways in which believers seek to heal these
relationships through reconciliation and prayer. They investigate ways in which believers celebrate reconciliation with God and with others
in the Sacrament of Penance.
Students examine ways in which prayer and the wisdom of the saints help believers to nurture their loving relationships with God, with
others and with all creation. They develop their understanding of prayer in the Christian tradition through an exploration of prayer for
forgiveness (acts of contrition and Penitential Act) and meditative prayer.

Year 2 Achievement Standard

By the end of Year 2, students analyse some teachings and actions of Jesus depicted in New Testament texts that reveal aspects of Gods
nature. They discuss their ideas about Gods relationship with the Jewish people as described in some Old Testament stories. Students
pose questions about the life and times of Jesus and use sources provided to answer these questions. They make connections between
Jesus teachings and actions and the way members of the Church community live today.
Students recognise the sacredness of God and all creation, especially human life. They identify ways in which human beings respond to
the call to be co-creators and stewards of Gods creation. Drawing on their own experiences, they suggest ways to pursue peace and
justice out of respect for human life and all creation. They recognise free choices that harm an individual and their loving relationships with
God, with others and with all creation. They explain ways in which believers seek to heal these relationships through reconciliation and
how they celebrate reconciliation in the Sacrament of Penance. They recognise that prayer and the wisdom of the saints help the believer
to nurture their relationship with God, with others and with all creation. They participate with respect in a variety of personal and
communal prayer experiences, including meditative prayer and prayers for forgiveness.

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Year 3 Level Description
The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should
be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Year 3, students develop their understanding of Gods relationship with people as individuals and as community, and the presence and
action of God in daily life experiences as they engage with a variety of texts (including key stories form the Torah, images of God used in
Old Testament texts, and the wisdom of prayers attributed to the saints). They develop an appreciation of the order and harmony of
creation. They learn about the cultural contexts in which the Gospels were written and the text types used in the New Testament to
develop their understanding of the life and teaching of Jesus and the Christian belief that Jesus is the Messiah.
Students develop an appreciation of the Scriptures as a basis for Christian moral living, including respect for basic human rights and
acknowledgement of responsibilities, in particular to the poor and disadvantaged. They develop an appreciation of the collaboration of
clergy, religious and laity as they learn about significant features of a parish and diocese, past and present. They investigate prayers of
thanksgiving and prayers of praise, including psalms and doxologies, to facilitate an appreciation of the significance of these forms of
prayer for Christians.
Year 3 Achievement Standard
By the end of Year 3, students select and use information, ideas and events in texts (including key stories from the Torah; images of God
used by the human authors of Old Testament scriptures; and prayers attributed to the Saints) to express their ideas about Gods
relationship with people as individuals and communities; Gods presence and action in daily life experiences; and the order and harmony
in Gods creation. They locate information about the cultural contexts in which the Gospels were written and the text types used by the
human authors of New Testament texts. They use this information about the texts to discuss ideas about the life and teaching of Jesus,
including the Christian belief that Jesus is the Messiah.
Students explain how the Scriptures provide a foundation for living a moral life, including respect for basic human rights and
acknowledgement of responsibilities, in particular to the poor and disadvantaged. They identify prayers of thanksgiving and prayers of
praise, including psalms and doxologies, and demonstrate understanding of the significance of these forms of prayer for Christians. They
explain ways in which the Sacraments of Initiation (Baptism, Confirmation and Eucharist) welcome and strengthen members of the Church
community. They describe significant people, events and features of a parish and diocese, past and present, including the collaboration of
clergy, religious and laity. They participate respectfully in a variety of prayer experiences, including meditative prayer, prayers of
thanksgiving and prayers of praise.

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Year 4 Level Description
The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should
be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Year 4, students develop their understanding of Gods Word in Scripture as they use the Bibles referencing system to locate books,
people, places and things in the Bible, and engage with a variety of books and text types in the Old Testament and New Testament. They
listen to, read, view and interpret Scriptural passages that express God as Father, as Son and as Holy Spirit to learn that Christians believe
that God, as Trinity, is relational in nature.
Students begin to appreciate the significance of community for Christians; of living in loving relationship with God, others and all of
creation. They develop their understanding of community through an exploration of different texts, including the Decalogue and the
wisdom of St Paul, and the experiences of different communities, including Jewish communities, early Church communities in Australia
(c.1788 CE c.1850 CE) and contemporary parishes and dioceses. They examine how free choices result in actions that affect the
individual and their community. They broaden their understanding of the significance of the Sacraments for Church communities through
an exploration of the Sacraments of Healing: Anointing of the Sick and Penance. They examine prayers of blessing and adoration, and
prayers of petition and intercession, to facilitate an appreciation of the significance of these forms of prayer for Christian communities.
Year 4 Achievement Standard
By the end of Year 4, students identify a variety of books and text types in the Old Testament and New Testament and explain how a
reader uses this knowledge to better understand Gods Word. They use the Bibles referencing system to locate books, people, places and
things in the Bible. They recognise the Christian belief that God, as Trinity, is relational in nature by identifying and explaining Scriptural
passages that express God as Father, Son and Holy Spirit.
Students explain the significance of community for Christians; of living in loving relationship with God, others and all of creation. They
connect ideas about living in community from different texts (including the Decalogue and the wisdom of St Paul) and from the
experiences of different communities (including early Church communities in Australia (c.1788 CE c.1850 CE) and contemporary Church
communities). They explain how free choices result in actions that affect the individual and their community; their loving relationships with
God, others and all of creation. They explain how and why the worship of Jewish communities has changed since the time of Jesus and
identify aspects that remained the same. They describe practices and characteristics of contemporary parishes and dioceses (including
the celebration of Sacraments of Healing: Anointing of the Sick and Penance) and explain how these are modelled on the mission and
ministry of Jesus. They use an appropriate structure to create prayers of blessing and adoration, and prayers of petition and intercession,
and demonstrate understanding of the significance of these forms of prayer for Christian communities. They participate respectfully in a
variety of prayer experiences, including meditative prayer, prayers of blessing and adoration, and prayers of petition and intercession.

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Year 5 Level Description
The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should
be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Year 5, students begin to appreciate the significance of community for sharing and strengthening the faith of believers, past and
present, including the Church in the Australian colonies (c.1850 CE c.1900 CE). Using a range of Biblical tools, they begin to see how the
Gospel writers shaped their Gospels for particular communities. They learn about the action of the Holy Spirit in the lives of believers as
they engage with a variety of texts, including Scriptural references to the Holy Spirit and the Catholic Rite of Confirmation. They develop
their understanding of Christian charity and informed moral choice through an exploration of the experiences of individuals and
communities, past and present. They broaden their appreciation of the significance of personal and communal prayer and worship,
including the Eucharist, the Psalms, Sabbath rituals and prayers; and the wisdom of the Saints, including St Mary of the Cross MacKillop,
for communities of believers. They learn about the significance of Marian prayers in the life of the Church, including the Hail Mary, the
Rosary and the Litany of Mary of Nazareth, in which believers praise God and entrust cares and petitions to Mary as mother of Jesus and
mother of the Church.
Year 5 Achievement Standard
By the end of Year 5, students identify many ways in which faith is shared and strengthened in communities of believers, past and present.
They analyse information from a variety of texts, including Scriptural references to the Holy Spirit and the words, symbols and actions of
the Catholic Rite of Confirmation, to explain the action of the Holy Spirit in the lives of believers. They use features of Gospel texts to show
how the Gospel writers shaped their Gospels for particular communities. They describe the significance of personal and communal prayer
and worship (including the Eucharist, the Psalms, Sabbath rituals and prayers) and the wisdom / writings of the Saints, including St Mary of
the Cross MacKillop, for communities of believers. They describe different experiences of communities of believers living according to
Jesus new commandment of charity (love); going beyond existing laws to care for the well-being of others; making and acting upon
informed moral choices. They locate and record information about the contribution of pioneering Catholics (laity clergy, religious) in
Australia (c.1850 CE c.1900 CE) to the preservation of faith and the shaping of particular communities, including Indigenous
communities. They examine Marys role as mother of Jesus and mother of the Church. They analyse the elements and features of Marian
prayers (including the Hail Mary and the Litany of the Mary of Nazareth) to describe the role of Marian prayer in the lives of believers past
and present. They participate respectfully in a variety of personal and communal prayer experiences, including Marian prayers and
meditative prayer.

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Year 6 Level Description
The Religion curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should
be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Year 6, students are introduced to the Christian understanding of faith and the term communion of saints. They develop their
understanding of the many ways in which faith is lived out and celebrated in the lives of believers past and present. They learn about the
contexts and key messages of some Old Testament prophets and the contribution of some key people (laity, religious and clergy) to the
shaping of the Church in Australia (c. 1900 CE to present). They understand the significance of Jesus New Law for the way believers live
their faith, including an exploration of the spiritual and corporal works of mercy. They develop their understanding of the role of
celebrations in the faith life of believers, including the commemoration of High Holy Days by Jewish believers, the Churchs liturgical
celebrations and liturgical year and the celebration of Eucharist. They develop their understanding of prayer in the Christian tradition
through an exploration of the Our Father, The Examen, and spiritual exercises including reflective prayer journaling and praying with the
icons of the Saints.
They are introduced to the Church teaching that the Holy Spirit guided the formation of the New Testament. Using a range of biblical tools,
they engage with a variety of Scriptural texts that describe Jesus relationship with God the Father and with humanity, and proclaim Jesus
as fulfilling all of Gods promises in the Old Testament.
Year 6 Achievement Standard
By the end of Year 6, students analyse information from a variety of texts, including Old Testament texts, New Testament texts and the
diverse expressions of wisdom of Australian Catholic Christians, to explain the action of the Holy Spirit in guiding the formation of the New
Testament and inspiring the development of new ways of living the Catholic faith in Australia (c. 1900CE to present). They demonstrate an
understanding of the term communion of saints; the spiritual bond between all members of the Church, living and dead. They select and
use evidence from Scriptural texts to show how these texts describe Jesus relationship with God the Father and with humanity, including
the proclamation of Jesus as fulfilling Gods promises in the Old Testament.
Students identify and describe many ways in which faith is lived out in the lives of believers, past and present. They analyse the key
messages and contexts of some Old Testament prophets. They explain the significance of Jesus New Law for the way believers live their
faith and examine the spiritual and corporal works of mercy. They identify and describe many ways in which faith is celebrated in the lives
of believers, past and present, including the commemoration of High Holy Days by Jewish believers; the Churchs liturgical year and
liturgical celebrations; the celebration of Eucharist; They explain the significance of personal and communal prayer, including the Our
Father and The Examen, and the use of spiritual exercises, including reflective prayer journaling and praying with the icons of the Saints,
for the spiritual life of believers. They participate respectfully in a variety of these personal and communal prayer experience and spiritual
exercises.

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Year 7 Level Description
The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should
be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Year 7, students learn about the beliefs, values and practices of Christian communities, past and present, including early Church
communities (c.6 BCE c. 650CE), religious communities and Australian Catholic Church communities. They explore cultural and historical
influences on these communities and change and continuity over time. They learn about the common beginnings of faith shared by the
monotheistic religions (Christianity, Judaism and Islam) through the stories of patriarchs, Moses and the prophets. They explore ways in
which communities of believers, past and present, express their understanding of God and Gods relationship with human persons. In
particular, they develop their understanding of the Apostles Creed, Nicene Creed and the Decalogue.
Students explore contextual information about sacred texts, using a range of Biblical tools, to gain a deeper awareness of these texts and
how they influence communities of believers. They examine Church teaching and basic principles of Christian morality that influence the
way Christians live out their faith, individually and communally.
Students examine ways in which believers nurture their spiritual life through prayer, ritual, the sacraments and sacred texts. They develop
their understanding of prayer in the Christian tradition through an exploration of Lectio Divina and Ignatian Meditation. They investigate
the relationship between the Sacraments of the Church, the life and ministry of Jesus, and the faith journey and life experiences of
believers.
Year 7 Achievement Standard
By the end of Year 7, students investigate the beginnings of the Christian faith and explain the role of key people and events in its
development. They describe ways in which the faith of believers is expressed, professed and lived out in different communities, past and
present. They suggest reasons for change and continuity in the life of Church and religious communities over time and place. They explain
the significance of prayer, ritual, sacraments and sacred texts for the faith journey of believers, personally and communally. They
participate respectfully in a variety of prayer experiences, including Lectio Divina and Ignatian Meditation.
Students recognise that sacred texts reflect the audience, purpose and context of their human authors. They explain how sacred texts
influence the life of believers. They explain the significance of Church teaching and basic principles of Christian morality in the way
believers live out their faith, personally and communally.